September 1, 2009

Whatever theory of learning you aspire to (learning styles, multiple intelligences, differentiated instruction, etc.) the research about our 21st Century learners is overwhelming and convincing in terms of the need for schools to attend to the strengths, preferences, a...

September 1, 2009

Teachers can strengthen the memory of children with reading disabilities. To do this, teachers must first capture and then keep the children’s attention. They must then focus instruction on the acronym REMOS: Repeat It, Elaborate or Explain it, Make it Meaningful, Orga...

September 1, 2009

Although punishment may be a common and natural response to disruptive behaviors (i.e., out-of-seat, calling out answers, talking) in the classroom, it tends to be ineffective. One important reason for the futility of punitive responses by a teacher is that punishment...

September 1, 2009

School administrators and educators have been made aware of the need to face the challenges of creating classroom environments that will support all learners. National legislation such as No Child Left Behind (NCLB, 2002) and professional organizations such as the Coun...

September 1, 2009

One question I frequently receive from teachers and parents interested in learning disabilities (LD) deals with commercially available educational products. Consumers will recognize the names of a few of the more well known products, such as Baby Einstein®, BabyPlus®,...

September 1, 2009

Time and again, students ask, "Can we draw a picture after we read?" Whether they approve or not, most teachers give a sympathetic nod. Their lesson plans may have included illustration activities, though probably as an extension or as enrichment. In some cases it isn’...

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